人類如何傳達訊息？如何感知世界？人類認知概念從語言形式上看到概念隱喻，看到的不只是語言現象，是概念之間的互動，諺語即為隱喻現象豐富的語言形式之一。人類面對隱喻表現時，透過隱喻機制運作，以及文化背景影響，產生概念隱喻，利於人們理解，因而有諺語的形成。 Lakoff & Turner (1989) 提及人類與動物在物種階層上是密切的。本論文將以動物為取材，透過觀察客家動物諺語之隱喻表現，探究其中動物來源域和人類目標域間的互動。然而客家諺語中的動物隱喻是如何展現與客家文化的關係，藉由多源一義、一源多義的隱喻展現，以隱喻概念為基礎之分析，同時了解文化約制。進一步，以概念隱喻機制概述客家動物諺語在人類認知中如何運作，給予人類如何理解隱喻表現更完整的解釋。 / How do people communicate? In what way do we sense the world? Conceptual metaphor embedded in many language expressions are understood through conceptual correlations. Among the many language expressions, proverbs manifest a common kind of metaphor used in our daily life. Through uncovering the cognitive mechanisms operated in the metaphor of proverbs, we understand not only the language but also cultural thoughts. This thesis investigates metaphor in Hakka animal proverbs. According to Lakoff &Turner (1989), humans and animals are highly related in species, both showing certain attributes and behaviors. Animal proverbs, often exhibiting animal attributes and behaviors, are used to carry certain social-pragmatic function of educating human beings. This study explores the conceptual metaphor of animal proverbs, generalizing the semantic features of animal source domains and the main themes of target domains. With the analysis of general patterns of the many‐sources‐to‐a‐target and a‐source‐to‐many-targets relationships of these proverbs, the study has not only shown how people understand animal metaphor in mind but also demonstrated Hakka cultural specifics in animal metaphor.

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本篇論文從語料庫及優選理論，分析台語中的日語借字，探討兩個語言之間的音韻調整現象。 本研究建立一個日語借字語料庫，以數據資料佐證音段替代的趨向，釐清音段替代的主要性和次要性。統計發現，單一日語音段，雖然可能被不同的台語音段取代，但由於比例差距的懸殊，日語和台語音段的對應情形，大多可視為一對一的關係。至於一對二的對應情形，則可歸因於台語音韻限制，或是對於借字和來源字之間音徵保留的要求。 基於語料庫的數據，本篇從優選理論分析日語和台語間的音韻調整現象。音段替代方面，主要歸因於IDENT[feature]，MAX，以及結構性制約(markedness constraint)之間的排序部署。另外，文中提出四個並存音韻，藉由調整MAX和IDENT[MR]之間，以及SHARE[back]和IDENT[anterior]之間的排序，解釋日語借字中的自由變異(free variation)現象。最後，受到IDENT[μ]和*[μμμ]的控制，相鄰兩個音節不會合併為一個，如果合併後發生音拍(mora)數量刪減或增加，或是產生一個含有二個音拍以上的音節。 / This thesis investigates the phonological adjustment of Japanese loanwords in Taiwanese. A corpus is established, and the statistics are provided to observe the substitute tendency of each of the Japanese sources. The use of the statistics properly explains whether a corresponding Taiwanese segment is either a regular substitute or merely an exception. Most of the Japanese segments are in one-to-one mapping when they are borrowed into Taiwanese. Some Japanese segments are in one-to-two mapping, due to either Taiwanese phonotatics or feature preservation between the sources and the loans, such as the phenomenon of reconfiguration. Besides, two adjacent syllables will combine to one, if the vowels are syllabified as a VG sequence after combination; in that event, the second syllable does not end with a nasal coda. Moreover, a glottal stop will insert to a word-final position if the penultimate syllable in a loanword ends with a vowel or a non-sonorant consonant. This analysis, based on the corpus, is conducted under the framework of Optimality Theory (Prince and Smolensky 1993/2004). For segmental substitutions, a set of IDENT[feature] is adopted to require the identity of certain features. The markedness constraints, regarding the segmental and place markedness and the Taiwanese phonotatics, are employed. High ranking of markedness constraints are responsible for adjustment of segments. Besides, re-rankings of SHARE[back] and IDENT[anterior] and MAX and IDENT[MR], are suggested. They are responsible for the substitutes that are in free variation. As for the contraction of syllables, it allows the loans and the sources to have the same numbers of moras. However, contraction is suspended, to prevent a syllable to have three or more moras.

情態動詞「會」在前人的研究當中，具有許多不同的功能，例如表能力、表預知、表一般特性等不同的功能。本論文採用Monosemy View，認為「會」在語言表面上所呈現出之不同用法，並不是武斷毫無關係的，而是存在著非常密切的語意關連性。再者，透過此觀點，我們希望嘗試找出這些不同功能之間的語意關係。本研究提出三個假設如下：第一，情態動詞「會」有一個語意核心，表說話者對於句子命題的體現(realization)，有著非常高的把握；第二，情態動詞「會」在句子裡擔任一個運符(operator)的角色，其作用是將說話者對此句子的語態加諸在此句子之上；第三，本篇論文提出「會」所呈現出許多不同的功能，是經由情態動詞與句子之情態內容所交互作用的結果。 / Carrying multiple functions--such as ability, prediction and generic--the modal verb hui in Mandarin Chinese has been extensively studied by previous researchers. This thesis, following the monosemy view, claims that the various functions of hui are not arbitrary, but closely related to one another. To account for the correlation between the various functions of hui, this thesis proposes three hypotheses. First, hui denotes assurance, indicating that the speaker’s attitude towards the realization of the propositional content is full of high assurance. Secondly, hui functions as an OPERATOR of the proposition denoted by the sentence. Thirdly, hui's multiple functions are context-derived. This thesis maintains that it is the interaction between the modal verb hui and the sentence’s proposition that results in the different functions carried by hui.

本論文旨在描述並嘗試以優選詞彙功能語法理論(OT-LMT)處理雅美語的論旨角色與語法功能的連結。雅美語的論旨角色與語法功能連結呈現出作格語言的特性，以致跟中文或英文有很大的差別。並且雅美語的連結又受到了焦點系統的影響，所以更加的複雜。現存的連結理論無論是以變換語法理論為基礎或以詞彙語法為基礎的，似乎都無法很直接簡潔的描述雅美語。本論文嘗試架構一個以優選理論為基礎的新連結模型，並且除了將之使用在雅美語上之外，也同時以這個新的模型來處理中文和英文中的連結。由於優選理論具有彈性的特性，這三種語言不同的連結模式，都可以被包含在這個新的模型當中。 / This thesis studies the problem of argument-function linking in Yami and makes the fundamental claim that linking in Yami shows an ergative pattern, quite different from that in accusative languages, such as Mandarin and English. The linking phenomenon in Yami is complicated by its special voice system. Existing linking theories do not account for Yami straightforwardly. In trying to find a framework that can handle the Yami data, we find the flexibility of Optimality Theory a promising solution. The first part of this thesis is a description of the argument-function linking pattern in Yami and the proper place of the voice system is also discussed. And then we review several grammatical theories on linking. Both transformation-based theories and lexicalist theories are examined. We will demonstrate how these theories fail to account for linking in Yami in a straightforward manner. Thus we provide an optimality-theoretic account based on the lexical mapping theory of Lexical-Functional Grammar. This newly developed framework is applied not only to the Yami data but also to the relevant Mandarin and English data. It is claimed that this framework can accommodate all three different languages.

由於國小新移民學童的逐年增加，研究新移民學童的學習情況有其必要性。本研究主旨在專門調查中台灣一所國民小學新移民學童的英語學習狀況。研究主要在探討：(1)新移民學童的英語學習成就；(2)新移民學童的英語學習態度；(3)新移民學童的英語學習成就與其英語學習態度之關係；(4)新移民學童學習英語所面臨的挑戰；(5)新移民學童對自己英語學習的看法；以及(6)教學現場的英語教師對新移民學童英語學習的看法。 本研究的研究對象為十四名五、六年級的新移民學童，並以六十名台灣學童做為比照。研究比較七十四名學童的英語成績，且所有七十四名學童完成一份英語學習態度量表。十四名新移民學童則參與一次訪談，兩名教學現場的英語教師也經歷一次訪談。研究所收集的資料經統計分析及質性分析後，所得的結果如下：(1)大部分新移民學童的英語學習成就不佳；(2)大部分新移民學童英語學習態度是正面的；(3) 新移民學童的英語學習成就與其英語學習態度並無相關性；(4)新移民學童面臨的英語學習挑戰不少，包括他們對不同英語老師的教學風格的適應能力、他們上英語課時產生的焦慮感及緊張感、他們不易牢記英語生字、他們不會寫英語作業、他們沒有辦法去上英語補習班等；(5)新移民學童大部分對自己的英語學習持樂觀看法；(6)英語教師對新移民學童的英語學習則持較悲觀看法。 根據本研究的發現，研究者在本研究報告最後提出數點建議及未來相關研究的研究方向。 / With the increasing of New Immigrant Children in elementary schools, studies to understand New Immigrant Children’s learning conditions become imperative. The purpose of this study was to investigate New Immigrant Children’s English learning conditions in an elementary school in central Taiwan. The study focused on exploring: (1) New Immigrant Children’s English learning achievement; (2) New Immigrant Children’s English learning attitudes; (3) The relationship between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children’s English learning challenges; (5) New Immigrant Children’s own perspectives about their English learning; (6) English teachers’ perspectives about New Immigrant Children’s English learning. The participants in this study included 14 New Immigrant Children in fifth and sixth grades, with 60 Taiwanese Children working as comparison. These 74 children’s English scores were compared, and they all responded to an English learning attitude scale. The 14 New Immigrant Children then underwent a group interview. Two English teachers were also interviewed. The data collected were then analyzed with statistical and qualitative analyses. The following results were drawn: (1) Most New Immigrant Children were English low-achievers; (2) New Immigrant Children’s English learning attitudes were generally positive; (3) No correlation was found between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children faced several challenges in learning English, including their adaption to different English teachers’ teaching styles, their feelings of anxiety and nervosity during English classes, their problems to memorize new words and do English homework, their not being able to go to English cram-schools, etc.; (5) New Immigrant Children in general were optimistic about their English learning; (6) English teachers in general were pessimistic about New Immigrant Children’s English learning. Based on the findings of this study, some implications were provided and several suggestions for further studies were offered at the end of the report.

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本文以敘事研究的方式，透過深入訪談，探討一位台灣語言學習者的自主動能（learner agency）與其學習環境之互動。經由敘事訪談（narrative interview）、開放式訪談、半結構訪談以及分析受訪者社群網站發表之文章，本論文意圖呈現台灣語言學習者在不同學習環境中如何表現自主動能。 本研究以受訪者Erin出國留學為分界，共三個階段：第一階段為受訪者出國前（2014/08/25），以敘事訪談（narrative interview）的方式，Erin完整呈現自我對英語的認知與語言學習歷程之掙扎。第二階段為Erin出國以後，藉由開放式與半結構訪談，描繪出Erin在國外求學的經驗，並更深刻探討過去的語言學習歷程。第三階段為Erin回國後(2015/09/17)，再次以敘事訪談的方式，Erin反思英國求學的經驗以及英語在其人生中扮演的角色。 本研究以vam Lier所提之自主動能的三個特色為分析框架，並推衍出兩項申明：其一，台灣英語學習者在正式的語言學習環境中面臨許多挑戰，但學習者仍有表現自主動能的空間，表現方式包括逃避或拒絕學習；其二，學習者若能沈浸於語言習得的環境（foreign language acquisition environments），極有可能脫離正式語言學習環境的框架而成為一個不同於以往的自己。本研究檢視學習者在不同的學習環境中如何展現自主動能，筆者期望研究結果可提供語言教師看待語言學習者一個新視角。 / Drawing on the concept of learner agency, a narrative inquiry was conducted in order to achieve an in-depth, qualitative understanding of the interplay between a Taiwanese learner's exert of agency and various contexts. The study was developed in three phases, and multiple number of interviews were the main instrument for data collection. The first interview was conducted in August, 2014, before the participant, Erin, headed for England to pursue a Master's degree. The following interviews documented her life experiences abroad and further explored her past language learning history. The final interview was conducted in September, 2015 after she came back to Taiwan, in which she reflected on her overall study abroad experiences and the role of English in her life. The findings delineated Erin's English learning story and her agency domestically and internationally. van Lier's proposal of core features of learner agency was used as the analytic framework to discuss Erin's story, and later two assertions were derived from the discussion: (1) Being an EFL learner in the Taiwanese formal educational context may involve many challenges, but the learner still has room to exercise his or her agency-even though this could mean avoiding or rejecting learning, and (2) Fully engaged in a foreign language environment, the learner is likely to break away from the limitations of formal English learning system. The study delineates a close examination on how the language learner interacted with various contexts and demonstrates several considerations TESOL practitioners can take. Based on the findings and the discussion, pedagogical implications as well as suggestions for future research are also provided at the end of the thesis.

I Japan är s.k. rollspråk, dvs. stereotypt språk kopplat till en viss typ av karaktär, vanligt i material riktat till barn, såsom barnfilmer. Trots att rollspråk som forskningsområde är relativt nytt finns ett antal studier som behandlar rollspråk i litterära översättningar, undertextningar och dubbningar till japanska. Få eller inga har dock jämfört hur rollspråket påverkar karaktäriseringen dels i undertexterna, dels i dubbningen av en och samma film. Denna uppsats analyserar japansk undertextning och dubbning av den svenska barnfilmen Du är inte klok Madicken och finner att båda versionerna använder rollspråk på ett liknande sätt för att förenkla karaktäriseringen och framhäva de kvinnliga karaktärernas femininitet genom bl.a. feminina satsfinala partiklar, pronomen, verbformer och interjektioner. / In Japan so called role language, i.e. stereotypical language associated with a certain type of character, frequently occurs in material for children such as children’s films. Role language is a fairly new area of research but despite this, there are a few studies dealing with role language in literary translation, subtitling and dubbing into Japanese. However, few or none of these examine how role language influences characterisation in the subtitles and dubbing of the same film. This thesis analyses the Japanese subtitling and dubbing of the Swedish children’s film Du är inte klok, Madicken and finds that both versions use role language in a similar way to simplify characterisation and emphasize the femininity of female characters through the use of feminine sentence-final particles, pronouns, verb forms and interjections etc.

本篇論文目的在探討兒童在同儕對話中所使用的請求言語行為，研究問題如下：1.在同儕對話中，兒童採用哪些請求策略？、2.兒童使用哪些稱呼語(alerter)和修飾語(modification)來調整他們的請求言語行為?。研究語料來自兩人一組的兒童在玩耍時的對話，兒童的年紀在四歲三個月到五歲六個月之間(平均年齡為五歲三個月)。本研究主要採用Blum-Kulka等人的請求言語行為策略分類，包含中心行為策略(head act)、稱呼語(alerter）、修飾語(modification)三個部分。研究結果發現，在中心行為策略的三個策略中—直接請求、規約性間接請求、和非規約性間接請求，兒童使用較多的直接請求策略，特別是祈使語態句(mood derivable)，顯示出兒童在同儕互動中傾向使用直接且有效力的請求策略。研究結果也發現兒童會使用稱呼語和修飾語來調整請求言語行為；在稱呼語方面，兒童使用了呼喚語(vocative)和名字(name)這兩種表親密的稱呼語來吸引同儕的注意，顯示出兒童不只能判斷對話者的注意力，也知道他們與同儕之間的對等、親近關係；在修飾語方面，兒童使用較多的緩和修飾語(mitigating modifiers)，而在所有修飾語中，兒童最常使用的三種分別為語氣弱化詞(downtoner)、 原因解釋(grounder)、強化詞(intensifier)，另外，我們也發現到兒童有時會使用兩種以上的修飾語在單一個請求行為中，從兒童使用的各種修飾語結果顯示，兒童在做請求時，能考量不同情況和跟同儕間的關係來調整請求言語行為。本研究對於漢語兒童在同儕互動中的請求言語行為的使用，不僅顯示出他們的溝通技巧與語用能力，也反映出同儕互動的特性。 / The purpose of this study is to explore preschool children’s performance of requests in peer talk. We aim to investigate what request strategies children employ when interacting with peers and how children adjust their requests with alerters and modifications. The data analyzed were the natural conversations produced by dyads of children aged from 4;3 to 5;6 (mean age: 5;3). The analytical framework adopted in this study is mainly based on the categorization of Blum-Kulka et al. (1989), including the three components of head act, alerter, and modification. The results show that among direct request, conventionally indirect request and non-conventionally indirect request, children employed more direct request strategies, especially mood derivable. It reveals that children’s requests tend to be direct in interactions with peers as the use of direct requests is more effective to attain compliance. In addition, children were found to use alerters and modifications on some occasions to get attention and to lessen or aggravate the request force. There were two types of alerters used by the children, which were name and vocative, and vocative was used more frequently than name. The children’s use of the two intimate alerters indicates that not only can children assess the focus of their interlocutors’ attention, but also that they are aware of their equal and close relationships with their peers. Regarding the use of modifications, it was found that children used more mitigating modifiers than aggravating modifiers, and that the children used downtoner, grounder, and intensifier more frequently among the modifiers. Moreover, although the children commonly used one request with one modifier, there were some cases where the children used more than one modifier in one request. The diversity in the use of modified requests reveals the children’s sensitivity to the situations in which they and their peers are engaged, and their consideration for the maintenance of interpersonal relationships. It is concluded that Mandarin-speaking children’s use of requests not only demonstrates their communicative skills and pragmatic competence, but also reflects the nature of peer interactions.